Tutorial Work Book - Pennsylvania State University
Writing for the Web
Tutorial Workbook
Suzanne Wayne – suzwayne@psu.edu
Smeal College of Business
NOTE: Some examples found here have been taken from Hot Text: Web Writing that Works, by Jonathan and Lisa Price (New Riders, 2002).
1.0 Preparing to Write
1.1 Audience, Purpose, and Tone
1.11 Audience:
1.12 Purpose:
1.13 Tone:
Exercise 1.A
Brief Development Worksheet
Answer the following questions to develop a brief for a Web site, section, or page. You may work on this for a site you actually work on or can follow along with the instructor.
Purpose:
1. What is the organizational goal that the web page (section) must achieve?
Get applicants for new web writing scholarship
2. What are the communication objectives?
Describe the scholarship
How to apply
Qualifications
Deadlines
Amount
Name of donor
Contingencies for maintaining scholarship
Persuade students to apply
Audience:
3. Who is the target audience?
first-year students in the web writing major
4. Describe the audience. What are their interests? Why are they coming to your site? Key target audience insights?
5. Who is the competition? What are their messages?
Scholarship clearing houses
6. What is the key customer benefit?
Online application for scholarship
7. What points support the key customer benefit?
Tone:
8. Creative Tonality
Other Considerations:
10. Timeline:
11. Length:
12. Mandatories, including specific information that should be included:
13. Medium:
14. Contact Person:
1.0 Preparing to Write (cont.)
1.2 Get the Content
1.21 Develop a network
1.22 Help your contacts help you
1.23 Build a work flow process
Exercise 1.B
Complete the following questions as a start to developing your own strategies for collecting content.
1. Who do I work with on a regular basis to get content for the web?
2. What is the best way to exchange info with each of these people?
3. How can I create a process for this content submittal?
4. What items on the site are updated and changed on a regular basis: by semester, yearly, etc.? Write those items on a web development calendar.
5. Do you regularly review content on the site and invite your content owners to do the same? If so, write that down on your calendar as well.
6. Customize your brief (Exercise 1) with additional questions you might need to ask based on this exercise.
2.0 Writing Considerations
2.1 Shorten Your Text
2.11 Cut any paper-based text by 50%
2.12 Make each paragraph short
Example and Exercise 2.A
Before:
Each week, the board of directors and lead analysts of each sector compiles a combined report informing the Nittany Lion Fund’s development to its investors. It contains a summary of highlights from the previous week plus additional information since the initial buy-in of equity. In these weekly reports, the Nittany Lion Fund benchmarks its performance against the S&P 500 Index. Our YTD (year to date) performance can be seen in the following file.
Click here to see the report.
79 words
After:
The fund board of directors and lead analysts compile a weekly fund performance report. In addition to a summary from the previous week, the report also reflects performance since the fund started, using the S&P 500 Index as a benchmark.
Review our year to date performance. (pdf. 190 kb)
46 words
Revise the following:
Effective and efficient supply chains are a key ingredient for business advantage in today’s turbulent global economy. It’st difficult for supply chain managers to stay competitive. “Managing Effective Supply Chains: Achieving Supply Chain Transformation” shows how the best-in-class companiesshow you how to adapt your their supply chains to the changing environment to and improve yourtheir competitive position.
This program will help you gain an in-depth understanding of the critical elements of adaptive supply chain management through athe pico™ business model we call pico™. Using the pico™ model, yYou will learn how to optimize three critical metrics—profit margin, cash to cash cycle time (working capital), and customer response time—and towhile identifying supply chain capabilities for exploitation.
2.0 Writing Considerations (cont.)
2.1 Shorten Your Text (cont.)
2.13 Link to supplemental materials
2.14 Use tables, charts, or graphs when appropriate
Example and Exercise 2.B
Business Marketing Educators' Consortium
Marketing Educators' Consortium (2/02/05) (Word Document): Summarized minutes from the meeting prepared by Bob Donath. (same document in pdf format)
Marketing Educators' Consortium (8/04/04)(Word document): Summarized minutes from the meeting prepared by Bob Donath.
Marketing Educators' Consortium (2/10/04)(Word document): Summarized minutes from the meeting, prepared by Bob Donath.
Marketing Educators' Consortium (8/15/03): Summarized minutes from the meeting, prepared by Bob Donath (same document in Word).
After:
Marketing Educator’s Consortium Meeting Minutes
All are .pdf documents, requiring Adobe Acrobat.
|Meeting Date |Meeting Title |
|2/02/05 |Trends in Marketing Executive Education (90kb) |
|8/04/04 |Executive Education Best Practices (67 kb) |
|2/10/04 |Why We Need Marketing Education (110 kb) |
|8/15/03 |Inaugural Meeting: The Future of Marketing (120 kb) |
Reformat into a table:
Media Coverage – April 2005
Scripps Howard News Service, 04/22/2005—Albert Vicere, professor of strategic leadership, writes in his regular column that "The fact is most leaders today manage knowledge workers, people who know more about what they are doing than their boss does. Managing knowledge workers requires interpersonal competence, not just technical expertise." Vicere says an executive coach can help leaders reach that level of confidence (Executive Coaches Can Help Flex Leadership Muscle). The column also appeared in the Detroit News and the Record-Searchlight.
Traffic World, 04/18/2005—Peter Swan, assistant professor of supply chain management, discusses the American Trucking Associations' involvement in a chassis safety proposal. Swan believes the meassure provides insufficient protection for drivers. "What this tells me is that the existing situation whereby equipment providers will get the drivers to find the bad equipment for them and don't fix it until they have to may continue even after this rule is passed" (Carriers Get Roadable).
Pittsburgh Post-Gazette, 04/15/2005—Dan Givoly, chair of the Department of Accounting, discusses family-focused possibilities in the world of accounting. "The general trend is to accommodate more families and women with family responsibilities," Givoly says. "Many partners for years didn't even go on vacation because of the pressure. This doesn't affect just females. There are men who want to devote more time to their families" (Accounting Firms Earn Plaudits For Providing More Flexible Hours And Schedules For Employees).
MSN Money, 04/13/2005—J. Randall Woolridge, professor of finance, discusses the promise of spin-offs. "When stocks aren't performing, boards get pressure from institutions to get the stock moving," says Woolridge. "And everybody knows a spin-off attracts a lot of attention." Woolridge and James Miles, professor of finance at Smeal, co-wrote a spin-off handbook: "Spin-offs and Equity Carve-Outs—Achieving Faster Growth and Better Performance" (3 Spin-off Plays With Potential).
Pittsburgh Post-Gazette, 04/12/2005—Albert Vicere, professor of strategic leadership, writes in a column that "Leadership development isn't just pouring new knowledge into the heads of leaders and potential leaders. It's also the process of shifting their perspectives toward a more expansive and encompassing view of the business." According to Vicere, it's about culture development (On Leadership: Culture Development Crucial For Leaders).
|Initial Appearance |Date |Faculty Member |Article |Other Appearances |
|Scripps Howard News |04/22/2005 |Albert Vicere, |Executive Coaches Can |Detroit News and the |
|Service | |professor of strategic |Help Flex Leadership |Record-Searchlight. |
| | |leadership |Muscle (link here) | |
2.0 Writing Considerations (cont.)
2.2 Make Text Scannable
2.21 Use meaningful headlines and subheads
2.22 Highlight key words, phrases, and links
2.23 Turn any series into a bulleted or numbered list
Example and Exercise 2.C
Before:
Welcome
Our open enrollment offerings in general management, functional management and industry-specific management are designed to develop the core competencies required for success in the current and next step of your executive career life cycle.
We recognize, however, that executive education should not only provide benefit to the individual but must also add value to the organization as the key beneficiary. As such, the three objectives that guide our executive education design are to generate awareness and support for strategic transitions, facilitate organizational change necessary to realize new growth initiatives, and build a depth of leadership talent.
After:
Open Enrollment Programs
The Knowledge You Need
Our programs in general, functional, and industry-specific management can help you develop the core competencies you need to succeed throughout your career.
Add Value to the Organization
Executive education should not only benefit the individual, but also add value to the organization. As such, the three objectives guide our executive education design:
1. Generate awareness and support for strategic transitions
2. Facilitate organizational change necessary to realize new growth initiatives.
3. Build a depth of leadership talent.
Revise the following:
The mission of the MBA Marketing Association is:
• to foster a sense of camaraderie and community among its members that creates long-lasting bonds of both personal and professional friendships
• ; to further the interests of the marketing association by creating a community of students with diverse backgrounds and similar interests focused on linking experienced leaders of the business world with the individual growth of the association’s members
• ; and to create opportunities within the organization that provide every member full-time employment in an industry that is in alignment with their career interests and aspirations.
2.0 Writing Considerations (cont.)
2.3 Create Clear Meaningful Links
2.31 Make a link’s content clear.
2.32 Make the link the emphatic element in the sentence.
2.33 Shift focus from the links to the subject
2.34 Identify media objects appropriately
Example and Exercise 2.D
Before:
Click here for the tutorial.
After:
Step-by-step instructions for using the Parameter Hunter are in the tutorial. (pdf-250 kb.)
Make these links more web-friendly.
1. The Executive MBA is offered over a number of residence weeks at the University Park campus, and alternating weekends (Friday/Saturday) in the Philadelphia area at the Gregg Conference Center (amercoll.edu/gregg_center/default.asp) in the Philadelphia area. .
2.SClick here to read our the Supply Chain and Information Systems Nnewsletter.
Read our newsletter.(pdf. 45kb)
4. 3. If you are interested in applying, please complete at any time our online Web Application.,
which is available 24 hours a day.
4. Go to psu.edu/ur/colleges/index.html to see Aa list of colleges at Penn State.
2.0 Writing Considerations (cont.)
2.4 Build Chunky Paragraphs
2.41 Assign one main idea to each paragraph
2.42 Put the main idea of the paragraph first
2.43 Put your conclusion in the first paragraph of the article
Example and Exercise 2.E
Before:
In a recent study, we challenged our participants to set up a candle so it would light up the whole desk area, a task that demanded people find a way of attaching a candle to a screen behind the desk. We gave 15 participants some candles, tacks, matches, and boxes without anything inside; we gave another 15 participants the same materials, but put the candles in one box. The tacks in another, and the matches in another. The first group, having never seen anything inside the boxes, felt free to put a candle inside a box, attaching the box to the screen by hot wax. The group who saw the boxes as containers for the supplies never realized they could use a box as a platform. They were stuck with the limiting idea that the boxes could act only as containers.
Thus a person may get fixated, adopting the point of view so vividly presented by a demonstration or display, and never letting go. Our study proves that although a diagram, display, or demonstration may help someone understand a solution or function, that very success can limit the person’s imagination when dealing with another problem.
After:
A diagram or demonstration may help someone understand a solution or function, but limits the person’s imagination when dealing with another problem. The person may get fixated, adopting the point of view so vividly presented, never letting go.
In our study, we challenged 2 groups of participants to set up a candle so it would light up the whole desk area, a task that demanded that people find a way of attaching a candle to a screen behind the desk.
1) We gave 15 participants some candles, tacks, matches, and boxes without anything inside.
2) We gave another 15 participants the same materials, but put the candles in one box, the tacks in another, and the matches in another.
The first group, having never seen anything inside the boxes, felt free to put a candle inside a box, attaching the box to the screen by hot wax.
But the group who saw the boxes as containers for the supplies never realized they could use a box as a platform. They were stuck with the limiting idea that they boxes could act only as containers.
Reformat this content for the web:
Entrepreneurship, by its very nature, covers a broad range of topics, from starting a new company to spinning-out new ventures from universities or already existing companies. It spans, from research in corporate innovation to translating academic research into corporate opportunities.
At Penn State, we do not interpret entrepreneurship purely asis more than starting a new company or inventing a new product. ; wIt is e treat it as a valuable management skill that can be acquired through our unique experiential learning programs and applied to many situations in multiple fields.
Penn State is one of the largest research universities in the world, receiving more than $500MM from both private sector and government funds to create new ideas, technologies, systems, and teaching methods in many fields. Entrepreneurship cannot but flourishes and grows in such a diverse, stimulating environment whether you are an engineer, agronomist, computer scientist, chemist, lawyer, author or businessperson.
So come and see what we are doing. Whether you are a prospective student checking out our innovative programs, a corporation looking for out-of-the-box thinkers or new technology, an entrepreneur looking for new opportunities, or a faculty member seeking collaborators we are sure you will find something here that will inspire you to contact one of the persons named on the site and get engaged with Penn State's entrepreneurial spirit.
So come and see what we are doing.
Use the following brief and information to draft the first two introductory paragraphs on the described web page.
Purpose:
1. What is the organizational goal that the web page (section) must achieve?
This is the home page for Chewie’s Bubble Gum Museum, and as such should promote generally the museum.
2. What are the communication objectives?
- communicate mission of museum
- briefly describe collection
- give times of business
- upcoming events
Audience:
3. Who is the target audience?
Bubble gum enthusiasts.
4. Describe the audience. What are their interests? Why are they coming to your site? Key target audience insights?
- This is a select group of people, usually aged 35- 70 who collect bubble gum wrappers, cards, boxes, and premiums issued by bubble gum companies over the years.
- They come to the site to learn about upcoming events, and the collection at the museum.
5. Who is the competition? What are their messages?
Joe Blow’s Bubble Gum Emporium and Museum
Message – the biggest collection of bubble gum
6. What is the key customer benefit?
They have the biggest collection, but we have the rarest items in our collection. We specialize in one of a kind and limited run items, while they focus on multiples of the same item.
7. What points support the key consumer benefit?
- We have two of the rarest wrappers - from the 1945 run of Bubble King. A fire destroyed most of the gum and wrappers prior to distribution in 1945, so only 5 known wrappers exist today.
- Our collection has been endorsed by Bubble Collector magazine as the “Must-See Museum” for the last three years.
- We are visited by over 60,000 bubble gum enthusiasts every year.
Tone:
8. Creative Tonality
Fun and informal – we are talking about bubble gum.
Other Considerations:
10. Timeline:
in the next 10 minutes
11. Length:
200 words
12. Mandatories, including specific information that should be included:
- our mission Statement: We are committed to sharing our rare and extensive collection to introduce everyone to the fun that is bubble gum.
- Hours of operation:
10 a.m.- 5 p.m., M-Sat.
A plug for our upcoming exhibition:
World War II Bubble Gum Production: The Lean Years
Bubble Gum is fun! And it can be exciting. Chewie’s Bubble Gum Museum specializes in one-of-a kind and limited run items. Like the 1945 Bubble King wrapper. A fire destroyed most of the gum and wrappers prior to distribution in 1945, so only 5 known wrappers exist today. And two of them are at Chewie’s.
If you are traveling this summer to see bubble gum memorabilia, think about visiting us. Our collection has been endorsed by Bubble Collector magazine as the “Must-See Museum” for the last three years.
At Chewie’s Bubble Gum museum, we are committed to sharing our rare and extensive collection to introduce everyone to the fun that is bubble gum. And it is working. Over
60,000 bubble gum enthusiasts visit us every year.
2.0 Writing Considerations (cont.)
2.5 Make Comprehension Easy
2.51 Reduce the number of clauses per sentence
Example and Exercise 2.F
Before:
Of all the areas of uncertainty that an asthma sufferer encounters in the research literature that has developed over the years, as pharmaceutical companies and the National Science Foundation (NSF) invest in clinical studies as to the effect of influenza vaccinations on asthma, no question that scientists address seems as difficult to resolve as the concern that the vaccine may actually cause asthma attacks.
After:
Does the flu vaccine cause asthma attacks? We don’t know, despite extensive research by pharmaceutical companies and the National Science Foundation (NSF).
Revise the following:
1. Various studies that have been funded by both government and private agencies that have an interest in this area have identified that those people who are best prepared for graduate school are those who have a clear understanding of the rigors which academia can impose on a graduate student.
Both government and privately-funded studies identify that the people best-prepared for graduate school are those who understand the academic rigors it imposes.
2. Of the many ways to discipline children who are disobedient, the best way is to explain to the children clearly the behavior that you expect that they do and then the consequences that you will impose on them both if they do the behavior that you expect and if they don’t do that behavior that is expected of them.
The best way to discipline disobedient children is to explain your expectations clearly and the consequences for both meeting them and disobeying them.
2.0 Writing Considerations (cont.)
2.5 Make Comprehension Easy (cont.)
2.52 Eliminate Nominalizations – turning verbs into nouns
Example and Exercise 2.G
Before:
There is a need for annual testing of both untreated water and treated water for a determination of contaminant levels.
After:
Every year we should test both treated and untreated water to determine the level of contaminants.
Improve the following:
1. Driving on the grass is wrong.
Do not drive on the grass.
2. The cooperation of both sides is necessary for the continuation of the terms of the agreement.
Both sides must cooperate for the terms of the agreement to continue.
2.0 Writing Considerations (cont.)
2.5 Make Comprehension Easy (cont.)
2.53 Avoid Ambiguity
Example and Exercise 2.H
Before:
As an early bird subscriber, we put 12 rosebuds coated with chocolate entirely on your monthly subscription.
After:
As an early bird subscriber, you will receive a monthly shipment of 12 rosebuds entirely coated with chocolate.
Rewrite the following, correcting the misplaced modifier.
1. Riding the bus to school for the first time, tThe mom blew kisses to her daughter who was riding the bus to school for the first timekisses.
2. Sitting on the fence, I spotted my cat sitting on the fence.
3. It is important to think about a campus where you will attend and a major where you will attend before you apply to Penn State.
2.0 Writing Considerations (cont.)
2.5 Make Comprehension Easy (cont.)
2.54 Use Active Voice
Example and Exercise 2.I
Before:
If disks are swapped with others, or picked up at flea markets, it must be noted that viruses could be a problem on the disks; the same is true if disks are received from people whose game software has been downloaded from the Internet, or if software gets loaded on the disk after being downloaded from unknown sites.
After:
A virus could infect your disk if you:
- you swap disks with friends
- you pick up disks at flea markets
- you receive disks from people who download games from the Internet
- you download software from people you don’t know
Change the following to active voice.
1. I will be driven mad by the ringing of that bell.
The ringing bell
The bell’s ringing will drive me mad.
2. There are 32 student organizations in the Smeal College of Business that students can choose from.
Students can choose from 32 student organizations…
3. These speakers were selected by our advisory committee that will present at the conference.
our advisory committee selected these speakers to present at the conference.
2.0 Writing Considerations (cont.)
2.5 Make Comprehension Easy (cont.)
2.55 Make positive statements
Example and Exercise 2.J
Before
However often the secure server has identified a break-in, it would not be advisable to prohibit administrative access.
After
The administrator must always have access to the secure server—even if a hacker has broken in.
Revise the following into positive statements.
1. You should not deny him his due.
Give him his due.
You should give him his due.
2. Although we have limited spaces, you should still try to come.
You should still try to come. We have a limited number spaces available.
3. The criteria for admission is extremely high, so students should not expect admission to their first choice campus.
Due to an extremely high criteria for admission, students may be admitted to their second choice campus.
2.0 Writing Considerations (cont.)
2.6 Write for Search Engine Optimization
2.61 Pick your target keywords or search terms
2.62 Place these terms appropriately
2.621 .html title tag
2.622 Meta tags – keywords and descriptions
2.623 Headers
2.624 Body Copy
3.0 Penn State Web Considerations
3.1 Penn State Style
3.11 Web Style Guide:
3.12 Penn State Editorial Style:
3.2 Departmental Style
3.21 Examples:
▪ Penn College CICR: Penn College Style Guide:
▪ AIS Web Style Guide:
▪ Penn State Libraries : Web Style Guide:
▪ Smeal Style Guide:
Resources
On-line Resources
Berstein, Mark– “10 Tips on Writing the Living Web”
More about the style and flow of your writing, and less about the technicalities of writing.
Kilian, Crawford – “Writing for Websites”
This 5-page pdf includes useful information from writing style to navigation and graphics.
Lynch, Patrick J, and Sarah Horton – “Web Style Guide”
Helpful information. Also available in book format – see books below.
Nielsen, Jakob – “Writing for the Web”
Longish paper, but set up to be web friendly. (Hey, it IS Jakob Neilsen.) I especially recommend the “Writing to be Found” section that talks about maximizing search engine results.
Titta, Catherine – “Writing Well for the Web: Quick and Easy Tips for Non-writers”
This page contains four links to articles on style, common grammatical mistakes, writing good headlines, and a further list of online resources.
“Web Teaching Articles: Writing for the Web”
Prepared specifically for faculty preparing course materials for the Web. Many of the same rules are mentioned.
Will-Harris, Daniel – “Writing for the Web”
Some basic information about content and formatting – especially focused on taking content prepared for print and moving it to web.
On-line Resource Lists:
Search Engines:
Tips on submitting to search engines, and writing for better search engine placement.
Search engine optimization information specific to Penn State.
Books:
Lynch, Patrick and Sarah Horton, Web Style Guide, 2nd ed., Yale University Press, 2002.
Price, Jonathan and Lisa, Hot Text: Web Writing that Works, New Riders, 2002.
Usborne, Nick, Net Words: Creating High-Impact Online Copy, McGraw Hill, 2002.
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